The purpose of this ethnographic study was to reveal the family literacy practices of Baduy tribe at Lebak Regency, Banten Province. Family literacy in this paper refers to an intergenerational learning in in Baduy tribe families, which include how family learns, uses reading and writing activities to do daily task, and other literacy activities to maintain family relationship. Family literacy in Baduy is called intergenerational learning in which the learning method that is practiced in families and communities leads to the creation of a process of cultural and educational transformation in a society. This study utilizes ethnographic approach by conducting interviews with sixteen families (father and mother) and eighteen children and youth. Data analysis includes the four stages of ethnographic data analysis, namely domain, taxonomy, component and theme analysis. The results showed that family literacy in the Baduy tribe last a lifetime, starting from children aged 7 days to 10 years. The literacy activities of the Baduy family cannot be separated from the their culture and beliefs. This culture is passed down from generation to generation with an intergenerational learning approach, it is the process of delivering literacy that is practiced directly within the family.
Intergenerational learningwas conceptualised as an informal process taking place in families and societies. In the traditional community like Baduy, the learning process does not happen in formal institution. It is through every day interaction among community members that learning between generation occur through observing, imitating and modelling. This paper identifies the benefits of intergenerational learning among Baduy community members. The data and information for this study was collected through interviews that include community leaders, parents, and young peoples. Research findings show that the benefit of intergenerational learning as being primarily related to the enhancement of social capital. There are some benefits of intergenerational learning for both younger and older community members; cultural understanding between generations, intergenerational solidarity, promoting life skills among youth, and transformation of the attitudes of younger members. The intergenerational learning provides learning opportunities among different generation and it facilitate 'learning society' in the informal learning context.
Pengabdian ini akan fokus pada pemanfaatan pekarangan rumah sebagai lumbung pangan keluarga. Kegiatan pengabdian pada masyarakat dilakukan di 2 Desa/Kelurahan, yaitu Kelurahan Kasunyatan, Kecamatan Kasemen, Kota Serang dan Desa Kubang Jaya, Kecamatan Petir, Kabupaten Serang. Target dari pengabdian ini adalah memberikan transfer ilmu dan teknologi kepada kelompok mitra, dalam hal ini Kader PKK, sebagai salah satu elemen masyarakat agar tercapai ketahanan pangan keluarga. Selanjutnya para kader PKK ini akan mentransfer ilmunya kepada keluarga lain di desanya agar setiap keluarga mampu mencukupi pemenuhan pangan keluarga pada jenis sayuran. Pelaksanaan pengabdian terdiri dari : Pelatihan bercocok tanam di pekarangan rumah, dengan penyuluhan dan praktek langsung serta monitoring/pendampingan sebagai bentuk keberlanjutan kegiatan. Kegiatan ini melibatkan Dinas Pertanian Kota Serang untuk pelaksanaan pengabdian di Kelurahan Kasunyatan, dan Dinas Ketahanan Pangan dan Perikanan Kabupaten Serang untuk pelaksanaan di Desa Kubang Jaya, Kecamatan petir Kabupaten Serang. Selama masa taman, tim pelaksana pengabdian melaksanakan proses mentoring/pendampingan. Sehingga, hasil dari memanfaatkan pekarangan rumah sebagai lumbung pangan ini dapat dirasakan oleh semua warga desa dan ketahanan pangan keluarga bagi desa mitra dapat tercapai.
At present, the Indonesia child prison shows a commitment in the effort to change the condition of the convicted person through the process of education. The education process held in the prison is expected that child prisoners will have provision after they are leaving the correctional institution. The purpose of this study is to understand the important and benefit of prison education in Indonesia as perceived by inmate students. Data for this study was gathered from 60 inmate-students from lower and upper secondary prison-based school participated in in-depth interviews. The method of qualitative analysis used within this research is thematic analysis. Inmate students reveal that a common curricular feature of the prison school was the opportunity to earn "easy credits". They are also appreciating the opportunity to catch up on missed months or even years of school, enabling inmate students to make significant progress toward secondary school graduation. The prison school was in many ways a positive experience in which the students received attention for prison staffs and achieved academically.
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